Mediating effect of self-directed learning between grit and academic achievement of Chinese college students : -Moderated mediating effect of professional identity-

다국어 초록 (Multilingual Abstract)

This study identified professional identity moderates the mediating effects of self-directed learning in the relationship between grit and academic achievement among Chinese college students, providing basic data that could improve the academic achievement of college students. This research involved 310 college students from Guangdong, China. Data analysis was conducted using SPSS PC+ Win Version 25.0 and SPSS PROCESS macro version 4.2. The statistical methods employed included frequency analysis, reliability analysis, mean comparison analysis (utilizing t-tests and one-way ANOVA), Pearson correlation analysis, simple mediation effect analysis, moderation effect analysis, and moderated mediation effect analysis. The mediation, moderation, and moderated mediation effects were confirmed using the bootstrap method. The conclusions of the study are as follows. First, this study revealed significant differences in grit, professional identity, self-directed learning and academic achievement among college students based on demographic factors such as gender, grade, age, major, residence, class position, academic records, internship, relationship with family occupation Second, grit, professional identity, self-directed learning, and academic achievement were positively correlated with each other. Third, self-directed learning played a mediating role between grit and academic achievement. Fourth, professional identity moderated the relationship between grit and self-directed learning. Fifth, professional identity also moderated the mediating effects of self-directed learning in the relationship between grit and academic achievement. In summary, professional identity, as a moderating variable, influenced the relationship b etween grit and academic achievement through self-directed learning. Finally, it was recommended to expand the sampling range in future research, explore external environments and obstacles, and continue to conduct in-depth research. Keywords: Grit, Professional identity, Self-directed learning, Academic achievement, Mediating effect, Moderating effect, Moderated mediating effect

목차 (Table of Contents)

• ABSTRACT v
• I. Introduction 1
• 1. Necessity and purpose of research 1
• 2. Research questions 5
• 3. Operational definition of terms 5
• II. Theoretical background 8
• 1. Academic achievement 8
• 2. Grit 11
• 3. Relationship between grit and academic achievement 14
• 4. Mediating role of self-directed learning 16
• 5. Moderating role of professional identity 19
• III. Research method 23
• 1. Research model 23
• 2. Participants and data collection 24
• 3. Methods for collecting information 26
• 4. Research Tools 26
• 5. Data analysis 30
• IV. Research results 32
• 1. Analysis of differences by demographic characteristics 32
• 2. Correlation between main variables 39
• 3. Mediating effect of self-directed learning in the relationship between grit and academic
• achievement 40
• 4. Moderating effect of professional identity on the relationship between grit and self-directed
• learning 43
• 5. Moderated mediating effect of professional identity in the effects of grit and self-directed
• learning on academic achievement 47
• V. Discussion and conclusion 53
• 1. Discussion 53
• 2. Conclusion 56
• References 59
• 국문초록 71
• Appendix 73
• 1. Questionnaires in English 73
• 2. Questionnaires in Chinese 79
• Acknowledgement 84